Problem-Solving Teaching Method: A Strategy to Mitigate Disruptive Behavior and Enhance Learning Outcomes in Physical Education Classes

Ezzeddine, G.; Souissi, N.; Masmoudi, L.; Trabelsi, K.; Jahrami, H.; Husain, W.; Trabelsi, O.; Luigi Bragazzi, N.; Mrayah, M.

Ghaith Ezzeddine ^*/**, Nafaa Souissi ^*/**, Liwa Masmoudi ^*/***, Khaled Trabelsi ^*/***, Haitham Jahrami ^****/*****, Waqar Husain ^******, Omar Trabelsi ^*******, Nicola Luigi Bragazzi ^{*******/********} and Maher Mrayah ^**/********

^(*) High Institute of Sport and Physical Education of Sfax, Sfax, Tunisia. University of Sfax, Tunisia
^(**) Research Unit of the National Sports Observatory (ONS), Tunisia
^(***) Research Laboratory: Education, Motricity, Sport and Health, EM2S, LR19JS01, University of Sfax, Sfax, Tunisia
^(****) Government Hospitals, Manama, Bahrain
^(*****) Department of Psychiatry, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
^(******) Department of Humanities, COMSATS University Islamabad, Islamabad Campus, Park Road, Islamabad, Pakistan
^(*******) High Institute of Sport and Physical Education of El Kef, El Kef, Tunisia. University of Jendouba EL Kef, Tunisia
^(********) High Institute of Sport and Physical Education, Ksar Saîd, Tunisia, University Manouba, UMA, Tunisia, Tunisia

Citation

Ezzeddine, G., Souissi, N., Masmoudi, L., Trabelsi, K., Jahrami, H., Husain, W., Trabelsi, O., Luigi Bragazzi, N., Mrayah, M. (2025). Problem-Solving Teaching Method: A Strategy to Mitigate Disruptive Behavior and Enhance Learning Outcomes in Physical Education Classes. International Journal of Sport Psychology, 56(4), 355-378. doi:10.7352/IJSP.2025.56.355

Abstract

This study examined the impact of the problem-solving teaching method (PSTM) and the conventional teacher-centered teaching method (TCTM) on disruptive behavior and learning outcomes in physical education (PE) classes. Over five weeks, 48 students (mean age=16 ± 0.4 years) were randomly assigned to a control group using traditional methods or an experimental group using problem solving. At the pretest, mid-treatment, and posttest stages, standardized observation instruments were used: the Disciplinary Incident Observation System for disruptive behavior and the Learning Time Analysis System for learning outcomes. The results highlight the effectiveness of PSTM in reducing disruptive behavior, such as aggression (p<0.05), deform activity (p<0.001), stop practicing (p<0.001), and talkative (p<0.001), while also improving academic performance compared to the TCTM. The findings indicate that PSTM is an effective approach for enhancing motor skills, performance, and student engagement, while also reducing disruptive behaviors in PE settings. The study offers useful insights for educators and policymakers, underlining the importance of incorporating problem-solving methods into (PE) cur- ricula in order to create a more structured and engaging educational environment.

Keywords: Motor skills, Teaching strategy, Student conflicts, Motor engage- ment, Academic performance

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